Prevalence, function, and structure of photographs in high school biology textbooks
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Photographs are a major aspect of high school science textbooks, which dominate classroom approaches to teaching and learning. It is thus surprising that the function of photographs and their relation to captions and texts have not been the topic of analysis. The purpose of this study was to investigate the prevalence, function, and structure of photographs in high school science. Our motivating research question was, “What can students learn from textbooks when they study photographs?” To answer this and several subordinate questions, we selected and analyzed four Brazilian biology textbooks. We focus on the use of photographs and the relation among them, various types of texts, and the subject matter presented. Our analysis reveals that the structural elements of text, caption, and photographs and the relations among them differ across the textbooks and at times even within the same book. This, of course, will influence readers' interpretations of the photographs changing their role in the text. The results of our study have implications for textbook authors and textbook readers. We suggest that future studies may focus on students' and teachers' interpretation of photographs in real time. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 1089–1114, 2003
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.014 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it